Mathematics

Mathematics SL AA and AI Exploration

SL/HL Marking Checklist
Student:
Title: Total score:
A – Presentation (4) B – Mathematical Communication (4) C – Personal Engagement (3) D – Reflection (3) E - Use of Mathematics (6)
0 The exploration does not reach the standard described by the descriptors below. 0
The exploration has The exploration contains some relevant
There is evidence of some
1 some coherence or some ☐ mathematical communication, which is ☐ ☐ There is evidence of limited reflection. ☐ Some relevant mathematics is used. ☐ 1
personal engagement.
organization. partially appropriate.
The exploration has some
☐ Some relevant mathematics is used. ☐
coherence The exploration contains some relevant There is evidence of significant
2 ☐ ☐ There is evidence of meaningful reflection. ☐ 2
The exploration shows appropriate mathematical communication. personal engagement. Limited understanding is
☐ ☐
some organization. demonstrated.
Relevant mathematics commensurate
Exploration is coherent. ☐ The mathematical communication is ☐
There is evidence of There is substantial evidence of critical with the level of the course is used.
3 relevant, appropriate and is mostly ☐ ☐ ☐ 3
outstanding personal engagement reflection. Limited understanding is
It is well organized. ☐ consistent. ☐
demonstrated.
The mathematics explored is partially
Exploration is coherent. ☐ The mathematical communication is ☐
correct.
4 relevant, appropriate and consistent ☐ 4
It is well organized. ☐ Some knowledge and understanding
throughout. ☐
Exploration is concise. ☐ are demonstrated.
The checklists below provide more specific details for each criterion. Particularly for C and D these are examples of what can be done, and there is no expectation The mathematics explored is mostly
☐
that they must all be done to obtain top marks. Ultimately scores are based on the descriptors above and are done holistically. correct.
Used appropriate mathematical language Outlined a personal connection and Considered significance of the exploration. ☐ 5
Included a clear Good knowledge and understanding
☐ and terminology. ☐ related the exploration to personal ☐ ☐
introduction. Made links to different fields or areas of math ☐ are demonstrated.
☐Some ☐ Mostly ☐Throughout interests/experiences.
Provided a clear aim Used appropriate mathematical notation Asked and answered “I wonder
Made comments on the process & results
outlining the purpose of ☐ and symbols (not calculator/computer). ☐ if…”, What would happen if...”, ☐ ☐ The mathematics explored is correct. ☐
and how they could be improved.
the exploration. ☐Some ☐ Mostly ☐Throughout “Why does this happen..” questions.
Asked questions, made conjectures, Made comments within the context of the 6
Provided a clear rationale Defined key terms and/or variables before ☐ ☐ Thorough knowledge and
explaining why the topic ☐ they are used. ☐ investigated ideas. subject matter. ☐
understanding are demonstrated.
was chosen. ☐Some ☐ Mostly ☐Throughout Presented ideas in their own way. ☐ Reflected on analytical process of exploring. ☐
Exploration is broken up Used multiple forms of mathematical Looked for and created models for Made conclusions that refer back to the aim
☐ ☐
into headings, where ☐ representation (formulae, diagrams, tables ☐ real-world situations, where relevant & rationale. Relevance Understand Correct
appropriate. charts, graphs, models) where appropriate. Collected own data, where relevant. ☐ Commented on what they have learned. ☐
Approximation sign used when appropriate Considered historical and global
Explanations are ☐ ☐ Made comments on possible limitations. ☐
Appropriate degree of accuracy used. perspectives, where appropriate. Some
logically developed and ☐ 1
Used a deductive method and set out Researched relevant background Considered modifications that could lead to ☐
easy to follow. ☐ ☐ ☐
proofs logically where appropriate. info using external sources. an extension or future explorations.
Explanations should Graphs show all relevant features. ☐ Conclusions relate back to the Discussed implications of results. ☐
Some Limited
make sense to another ☐ Headings/keys/axes labeled on graphs, original rationale & student interest ☐ Discussed strengths & weaknesses of 2
☐ ☐ ☐ ☐
student in this course. diagrams, tables, spreadsheets. shown in introduction. approaches and why an approach was chosen.
Graphs, tables, diagrams, ICT tools used appropriately (GDC, Conclusions, reflections & Considered different perspectives. ☐ Relevant Limited
in the appropriate place, ☐ screenshots, graphing, spreadsheets, ☐ arguments show originality of ☐ 3
Reflection is present throughout. ☐ ☐ ☐
and explained clearly. databases, drawing & word processing). thought and independent thinking.
Work is concise, with no Showed understanding of math
Notation & Relevant Some Partially
irrelevant calculations or ☐ Language Terms Forms beyond or outside of the course, or ☐ Results Process Improve 4
Symbols ☐ ☐ ☐
discussions. applied concepts in a unique way
Sensible conclusion Some Some Some Few Made the exploration “their own”, Limited Limited Limited Relevant Good Mostly
based on findings. ☐ 1 ☐ 1 5
☐ ☐ ☐ ☐ not just a written report. ☐ ☐ ☐ ☐ ☐ ☐
References cited properly. ☐ Most Most Most Some Made suitable improvements using Meaningful Meaningful Meaningful
2 ☐ 2
Double-spaced. ☐ ☐ ☐ ☐ ☐ feedback for the draft. ☐ ☐ ☐ Relevant Thorough Correct
6
All All All Many Critical Critical Critical ☐ ☐ ☐
Page numbers included. ☐ 3 Student’s voice is heard. ☐ 3
☐ ☐ ☐ ☐ ☐ ☐ ☐

Level: Level: Level: Level: Level:

Comments:

A – Presentation (4) B – Mathematical Communication (4) C – Personal Engagement (3) D – Reflection (3) E - Use of Mathematics (6)
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